RECEPTION

SCORE IN POINTS

3b – ;

2b – ;

1b – independent speech sound is not automated.

tanker, astronaut, policeman, frying pan, aquarium, basketball, scuba diver, thermometer.

The boys made a snowman.

A plumber fixes a water pipe.

The shoemaker cleans his boots.

The guide conducts the excursion.

3b – ;

2b – ;

1b – distorts the sound-syllable structure of a word (omissions and rearrangements of sounds and syllables within a word).

RECEPTION

SCORE IN POINTS

1. Repetition of syllables.

ga - ka - ga ka - ga - ka ba - bya - ba bya - ba - bya

3b – ;

2b – the first term reproduces correctly, the second likens to the first;

1b – inaccurately reproduces both members of the pair with rearrangement of syllables, their replacement and omissions, or does not reproduce.

2. State of phonemic analysis and synthesis.

Name the first sound in the words: stork, Anya, Ira, windows, ear.

Name the last sound: fluff, moon, cat, ball, juice, flour, poppy, hands, nose

3b – answers correctly on the first try;

2b – answers correctly on the second try;

1b – answers incorrectly.

6. Distinguishing between paronymous words.

2b – makes mistakes;

1b – failed to complete the task.

RECEPTION

SCORE IN POINTS

1. Vocabulary Comprehension Research

1.1 . A study of generalization word comprehension across topics.

Show me where:

Birds - transport

Wild animals - shoes, etc.

3b – completes tasks correctly;

2b – ;

1b –

1.2. Study of differentiation of prefalse-case constructions

Show me where:

The boy enters the house, leaves the house;

The girl puts the kettle on the table, takes the kettle from the table;
- a hare sits under a bush, jumps out from under the bush.

2. Study of differentiation of word formation forms

2.1. A study of the understanding of nouns with the suffix -inc-.

Show:

Beads - bead

Car - typewriter

Grapes - grape

2.2. A study of the understanding of verbs with various prefixes.

Show me where:

Comes out, comes in, approaches, drives in, leaves, drives up

3. Studying the understanding of phrases and simple sentences

3.1. A study of collocation comprehension.

Show:

Key pencil

Key in pencil

Put it down pencil on a scarf

Cover the pencil with a handkerchief

3.2. A study of comprehension of simple common sentences.

Show a picture where:

Girl picking flowers

Girl playing ball

3.3. A study of interrogative sentence comprehension.

Show:

Who is the girl catching?

How girl catching a butterfly?

Who catches the butterfly?

3.4. A study of understanding words with opposite meanings.

Show me where:

Narrow - wide (ribbon)

What's sour - what's sweet

Thick - thin (book)

RECEPTION

SCORE IN POINTS

1. Active Dictionary Research

1.1. Research of subject dictionary.

I’ll show you, and you name the parts of the body; fingers, stomach, back, eyebrows, chest, legs.

3b - gives the correct answer;

2b – gives the correct answer after a little help;

1b – forms the form incorrectly;

1.2. Study of nouns denoting parts of objects.

Look at the pictures. What objects are depicted on them? What parts do these objects consist of?

clothing (sleeve, collar, pocket, button, belt);

car parts (cabin, wheel, steering wheel, door, headlight, engine). Likewise - chair, kettle

1.3. Study of verb dictionary.

Answer the questions:

What do people in these professions do? (doctor, cook, teacher, postman - choose two or three action words based on the pictures shown)

What are the girls doing? (according to the pictures shown: sewing, knitting, sweeping, watering, ironing)

1.4. Study of the dictionary of adjectives (definitions).

Name the words-signs:

Color (shades: orange, pink, brown, purple, blue)

Qualitative adjectives (long, short, tall, low, thick, thin, sour, bitter, sweet, salty, cheerful, sad, healthy, sick)

Shape (oval, quadrangular)

2. Word formation research

2.1. Use of noun with a diminutive suffix

I’ll tell you about a large object, and you tell me about a small one, affectionately: a closet, a vase, a birch tree, a bowl, an ear

2.2. Formation of baby names

Tell me what the cubs are called: hare, wolf, squirrel, dog, bear

3. Study of the grammatical structure of speech and inflection

3.1. Study of the use of singular and plural nouns

I'll name one item, and you name many:

Ear - ears - bridge - bridges

Sparrow sparrows

Bee-bees

Chair-chairs

Duckling ducklings

3b - forms almost all words correctly;

2b - forms half of the words correctly;

1b - does not form words or phrases.

3.2. Usage research

prepositional case constructions.

Where is the car parked (near the house)

Where the butterfly flies (over the flower)

Who is the mouse running away from (from the cat)

3.3. Study of the use of adjectives and nouns in units. and plural including feminine, masculine and neuter.

Look at the pictures. Say what is depicted on them and what color the depicted objects are:

Red berries - blue blanket

- yellow leaves - blue eyes

3.4. Study of the use of nouns. with numerals.

Count the objects: one pencil, two pencils,..., five pencils (doll, tomato, chair)

3.5 .Research on the use of relative adjectives

“Tell me which one?”: a leather bag -...leather bag, a matryoshka doll made of wood -...wooden, a fur coat -..., a glass glass -..., a plastic cube -...,

cranberry juice...

3.6. Research on the use of possessive adjectives

“Tell me whose? (whose, whose, whose)”: wolf’s teeth -..., aunt’s scarf -..., dog’s booth -..., hare’s ears -..., squirrel’s hollow -...

4. Study of connected speech.

3b - the story corresponds to the situation, has all the semantic links located in the correct sequence; formatted grammatically correct; The child independently selects and arranges the pictures.

2b - the child slightly distorts the situation and incorrectly reproduces cause-and-effect relationships; the story is composed without agrammatism, but there is a stereotypical design and inaccurate use of words; The child lays out the pictures and makes up a story based on the leading questions.

1b - loss of semantic links in the story, significant distortions or absence of the story; there is agrammatism, stereotypical design, inadequate use of words, or the story is not formalized; the task is not available even with help.

Retelling a fairy tale, story.

3b - reproduces all semantic links; the story was compiled without violations of lexical and

grammatical norms;

2b - reproduces semantic links with minor abbreviations; the retelling does not contain agrammatisms, but there is a stereotypic nature of the statement

1b - the retelling is not complete, there are significant abbreviations or does not complete the task; agrammatisms, repetitions, inadequate substitutions or retelling are not available.

RECEPTION

SCORE IN POINTS

1. Sound pronunciation survey

The child is asked to name the picture with the sound being studied, then repeat the word after the speech therapist.

3b – Pronounces sounds flawlessly in all speech situations;

2b – pronounces correctly in isolation and in reflection,but sometimes exposes the sound to replacement or distortion;

1b – in isolation the sound is pronounced correctly, but inindependent speech sound is not automated orin any position the sound is distorted or replaced

2. Examination of the sound-syllable structure of words and sentences.

Repeat after the speech therapist:tanker, astronaut, policeman, frying pan, cinema, basketball, flutter, scuba diver, thermometer.

Hair being cut in a barbershop.

Sasha liked the plastic boat.

The girl Dina has Tim's kitten.

3b – correctly and accurately reproduces at the pace of presentation;

2b – slow syllable playback;

1b – distorts the sound-syllable structure of a word (omissions and rearrangements of sounds and syllables within a word) or does not reproduce.

RECEPTION

SCORE IN POINTS

1. Phoneme recognition.

a) raise your hand if you hear the sound A among other vowels: A, U, Y, O, A, U, E, Y, I;

b) clap your hands if you hear the sound K among other consonants: P, N, M, K, T, R.

3b – identifies a phoneme;

1b - makes mistakes, corrects them with help or does not recognize them.

2. Distinguishing phonemes that are similar in method and place of formation and acoustic characteristics.

a) voiced and unvoiced (p-b, t-d, k-g, zh-sh, s-z, v-f);

b) hissing and whistling (s, z, sch, w, h);

c) sonors (p, l, m, n).

3b – distinguishes phonemes;

2b – makes mistakes;

1b – does not distinguish between phonemes of one of the groups.

3. Repetition of syllables.

ba-ba-pa pa-ba-pa ta-da-ta da-ta-daga - ka - ga ka - ga - ka

Sa - sha - sa sha - sa - sha

Zha - for - zha for - zha - for

Cha-sha-cha-sha-cha-sha

La - ra - la ra - la - ra

3b – accurately and correctly reproduces at the pace of presentation;

2b – the first member reproduces correctly, the second likens to the first orinaccurately reproduces both members of the pair with rearrangement of syllables, their replacement and omissions;

1b - does not play.

4. Isolation of the sound under study among syllables.

Raise your hand if you hear a syllable with the sound “S” (la, ka, so, ny, ma, su, zhu, sy, ga, si).

3b – emits sound;

2b – makes mistakes, corrects them himself;

1b - makes mistakes, corrects them with help or does not highlight them.

5. Isolation of the sound under study among words.

a) clap your hands if you hear a word with the sound “F” (puddle, hand, road, belly, hammer, beetle, bed, scissors);

b) come up with words with the sound “Z”;

c) determine the presence of the sound “Ш” in the names of the pictures (wheel, box, bag, hat, car, kettle, skis, heron, star).

6. Distinguishing between paronymous words.

Name the pictures and identify the differences in the names.

3b – names and explains how they differ;

2b – names, but does not explain;

1b - makes mistakes or fails to complete the task.

7. Determining the place of a sound in a word.

Determine the place of the sound “Ch” in words (beginning, middle, end).

3b – detects anywhere;

2b – highlights at the beginning, middle or end of a word;

1b - does not highlight.

8. Laying out pictures.

Arrange the pictures in 2 rows: the first with the sound “S”, the second with the sound “Sh”.

3b – lays out correctly;

2b – makes mistakes, corrects them himself;

1b - makes mistakes, corrects them with help, or fails to complete the task.

RECEPTION

SCORE IN POINTS

1. Examination of understanding of the nominative side of speech.

a) show the objects called by the speech therapist;

b) recognizing objects by description: “Show me what you use to brush your teeth” using pictures;

c) presentation of “conflicting” pictures (words with similar phonemic sounds). The child is asked to show a picture of a crow among 2 pictures ( crow and gate);

d) understanding the actions depicted in the pictures. The child must show the picture that the speech therapist talks about;

e) understanding words denoting signs: show where the round table is, and where the rectangular, triangular and rectangular flag is;

f) understanding spatial adverbs. Raise your arms up, move them to the sides, etc.; turn right, left, etc.

3b – completes tasks correctly;

2b – performs after several repetitions;

1b – has difficulty understanding speech addressed to him;

2. Sentence Comprehension Survey.

a) performing actions:“Please close the door, sit down at the table”, “Take a pencil from the cup, put it on the table and sit down”;

b) answer the question: “who came?” -“Petya met Mitya”;

c) choose the most suitable word:“In the morning I flew to the house (flock, flock, flock) sparrows";

d) correct the sentence:“The goat brought food to the girl”;

e) which of the two sentences is correct:“An elephant is bigger than a fly”, “A fly is bigger than an elephant”;

3. A survey of understanding grammatical forms.

a) understanding of logical-grammatical relations. Show where the owner of the dog is, where the owner of the motorcycle is;

b) understanding of relationships expressed by prepositions:There is a barrel in the box. Box by barrel. There is a box on the barrel. The barrel is in front of the box.

c) understanding of case constructions: show a ruler with a pen, a pencil with a pen and a pencil with a ruler;

d) understanding singular and plural forms: show where the ball(s) are;

4. Study of understanding of connected speech.

Listen to the story of L.N. Tolstoy "Katya and Masha". Answer the questions.

Katya went into the forest to pick mushrooms. She took little Masha with her. There was a river on the way. Katya put Masha on her back and carried Masha across the river.

Questions to the text:

Tell me, who went into the forest?

Who did Katya take with her?

What did the children meet on their way? - Who did Katya put on her back?

RECEPTION

SCORE IN POINTS

1. Vocabulary survey.

a) naming the objects depicted in the presented pictures;

b) independent addition to this thematic series:table, chair, closet...;

c) finding common names: the table is furniture, and the cup is (what?), the boots are shoes, and the fur coat is (what?);

d) naming young domestic and wild animals;

e) naming generalized words for a group of homogeneous objects;

f) naming an object according to its description: what is the name of the object into which soup is poured? Who is oblique, weak, cowardly? What shines, shines, warms?

e) naming the characteristics of an object: antonym words (high-low..);

g) selection of attributes for objects;

h) naming actions: what does it do? How does he move? How does he scream? Everyday actions (walked - for-, you-, u-)

i) the name of the seasons, their sequence, signs;

j) selection of synonyms.

3b - names words correctly;

1b – finds it difficult to complete the task.

2. Study of word formation processes.

a) converting singular to plural;

b) formation of diminutive forms of a noun;

c) formation of relative adjectives:cranberry jam - ...;

d) formation of qualitative adjectives:if it’s frosty during the day, then (what day?) - ...;

e) formation of possessive adjectives:the wolf has a paw (whose?) - ...;

f) agreement of nouns with numerals;

e) use of prepositions.

3b – correct form;

2b – makes mistakes, corrects himself or after stimulating help;

1b – incorrect form or refusal.

3. Study of the formation of the grammatical structure of speech.

A) making proposals based on pictures;

3b – correct execution;

2b – incorrect word order; omission of one member of the sentence; non-coarse agrammatisms; simplification of sentence structure;

Making sentences from words in initial form:

Doctor, treat, children.

Sit, titmouse, on a branch.

Pear, grandmother, granddaughter, give.

Misha, dog, throw, bone.

3b – correct execution;

2b - incorrect word order; omission of one member of the sentence; non-coarse agrammatisms; simplification of sentence structure;

1b – gross agrammatisms, a combination of several errors or not.

Verification of proposals:

The dog went into the booth.

A ship is sailing on the sea.

The house is drawn by a boy.

The bear sleeps well under the snow.

3b – correct execution;

2b – an error was identified but not corrected, or corrected with grammatical errors or simplification of the sentence structure;

1b – no error detected.

Complementing sentences with prepositions:

Lena pours tea...cups.

The chick fell out...the nest.

The puppy hid... on the porch.

The trees are rustling...the wind.

3b – correct execution;

2b – self-correction or correction after stimulating assistance;

1b – incorrect execution or failure.

4. Study of connected speech

a) compiling a story based on the picture;

b) compiling a story based on a series of paintings.

Assessing semantic integrity

3b - the story corresponds to the situation, has all the semantic links located in the correct sequence;

2b - the child slightly distorts the situation, not

correctly reproduces cause-and-effect relationships;

1b - loss of semantic links in the story, significant distortions;

3b - the story is grammatically correct;

2b – the story is composed without agrammatism, but there is stereotypical design and inaccurate use of words;

1b - agrammatism, stereotypic design, inadequate use of words are observed

3b - independently selects and arranges pictures;

2b - lays out pictures and composes a story based on leading questions;

1b - the task is not available even with help.

Retelling a fairy tale, story.

Assessing semantic integrity

3b - reproduces all semantic links;

2b - reproduces semantic links with minor abbreviations;

1b - the retelling is not complete, there are significant abbreviations or does not complete the task.

Assessment of lexical and grammatical design

3b - the story was compiled without violations of lexical and

grammatical norms;

2b - the retelling does not contain agrammatisms, but the statement is stereotypical

1b - agrammatisms, repetitions, inadequate substitutions are noted, or retelling is not available

Assessment of task independence

3b - independent retelling

2b - retelling the questions

1b - retelling not available

RECEPTION

SCORE IN POINTS

1. Supply Analysis Survey.

a) determine the number of words in a sentence;

b) name the second (third...) word in the sentence;

c) draw up a graphic diagram of the proposal;

d) come up with a proposal for a given scheme.

3b – completes all tasks correctly;

2b - makes mistakes, corrects himself or after little help;

1b – finds it difficult to complete a task even after stimulating help or refusal.

2. Sound word analysis survey.

1. Name the first stressed vowel sound: Olya, Anya, ears, wasps.

2. Name the stressed vowel sound at the end of the word: bucket, mushrooms, stockings.

3. Select the consonant sound from the beginning of the word: juice, fur coat, shop, pike, tea.

4. Determine the last consonant sound in the words: cat, cheese, glass, puppy, table.

5. Determine the number of sounds in the words: mustache, house, braid.

Explanatory note

Based on an analysis of available literature data (Nishcheva N.V., Serebryakova N.V., Solomakha L.S., Strebeleva E.A.), taking into account modern requirements, as well as relying on our own work experience, we have developed a system for monitoring general and speech development of children 2-4 years old with severe speech impairment (SSD) and a speech card of examination of a child 2-4 years old with SSD (general speech underdevelopment (GSD)).

Monitoring in education is a system for collecting, processing, storing and disseminating information about the educational process or its individual components, focused on information support for the correctional educational process, allowing one to judge the child’s condition at any time and giving a forecast of his development.

Monitoring is carried out by speech therapists twice a year: in September and May.

Object monitoring is the physical, mental and speech development of a child included in the educational process on the basis of complex interaction with him of all participants in the educational process and children.

Item monitoring - a technique for examining the state of general and speech development of preschoolers 2-4 years old with ODD.

Target monitoring is to identify violations of the general and speech development of children 2-4 years old with ODD.

Tasks monitoring.

1. Analysis of literature on the problem of monitoring.

2. Development of the content of a methodology for examining the general and speech development of preschool children with SLD.

3. Determination of the characteristics of the state of general and speech development of children with special needs development.

4. Determination of the content of speech therapy work to correct the general and speech development of children with special needs development.

Methods monitoring.

Low-formalized: studying medical documentation, conversations with parents and children, specialists from the State Budgetary Educational Institution, observation, assignments.

Highly formalized: tests, training experiments.

Determining ways to systematically record the dynamics of child development (monitoring) is based on the following components:

System for recording the dynamics of child development;

A diagnostic system in various forms.

Monitoring provides an opportunity to assess the dynamics of children's achievements.

The monitoring system uses methods, the use of which allows you to obtain the required amount of information in the optimal time frame.

Monitoring consists from three sections.

1. Non-speech mental functions.

2. Motor sphere.

3. Speech activity.

When examining non-speech mental functions, the following parameters are examined:

Auditory attention;

Visual attention and perception;

Visual-spatial gnosis and praxis.

The “motor sphere” section includes the study of general, fine, facial and articulatory motor skills.

The third section “speech activity” is aimed at studying the pronunciation side of speech, phonemic processes, impressive and expressive speech.

The tasks are selected taking into account the age principle: for children 2-3 years old and 3-4 years old.

The monitoring methodology includes goals, methods, research progress and criteria for assessing the development of children 2-4 years old with ODD.

At an early and younger age, objective activity is leading. In the process of the formation of objective actions and objective activity, the development of motor skills, perception, thinking and speech occurs. When developing a methodology for speech therapy examination, we took into account the age-related patterns of children's development, as well as the main way children master social experience - imitation of the actions of an adult. This is possible when the child is already capable of cooperation with adults. Cooperation is understood as the child’s desire to complete the task proposed by the teacher.

When developing a scoring system for assessing the general and speech development of a 2-4 year old child with special needs development, we relied on the scientific and theoretical position that the development of children with disabilities follows the same patterns as their normally developing peers.

It is known that the main indicator of the intellectual development of children is the zone of proximal development, identified in the process of diagnostic training. Potential developmental opportunities determine the child’s ability, in cooperation with an adult, to learn new ways of acting. A more significant indicator of a child’s development prospects under the influence of learning, compared to the current stock of knowledge, skills and abilities, is the zone of proximal development of a particular child. This determines the diagnostic significance of this criterion when assessing a child’s capabilities from a developmental perspective.

Taking into account the above approach to speech therapy examination and the complex nature of the study of disorders and deviations in the child’s development, we have identified the main parameters for assessing the child’s activity: acceptance of the task; ways to complete the task (on your own or after training); learning ability in the process of diagnostic examination; attitude towards the results of their activities.

Along with the qualitative assessment, a quantitative assessment is given (five-point score from 1 to 5).

Evaluation criteria.

Low level (H)- 1 point - refusal to complete the task, the child does not complete the task, does not accept the help of a speech therapist. When performing the task, the role of the speech therapist is significant; a large number of errors are noted. Experiences great difficulty in completing tasks. The skill has not been developed.

Below Average (N/A)- 2 points - completes the task with the help of an adult, makes a lot of mistakes. The help of a speech therapist is significant. The skill is in the initial stages of formation.

Intermediate level (C)- 3 points - completes the task independently, but makes a large number of mistakes that he does not notice, corrects errors with the help of a speech therapist. Errors are persistent. This skill is still in development and requires constant support from a speech therapist.

Above average (A/C)- 4 points - completes the task independently, notices his mistakes and corrects them himself. The skill is developed, the child uses his skills with moderate support from a speech therapist.

High level (B)- 5 points - completes tasks independently, uses knowledge, skills and abilities. The skill is steadily developed.

Based on the results of the monitoring, a speech therapy report, which indicates the level of development of the child’s speech in accordance with the symptomological (psychological and speech therapy) classification (TNR. ONR; TNR. ONR 1st level of speech development; TNR. ONR 2nd level of speech development), as well as the specificity of speech disorders in accordance with etiopathogenetic ( clinical and speech therapy) classification (alalia, dysarthria, etc.).

Based on this technique, the speech therapist teacher identifies disrupted parts of the speech functional system, compares the development indicators of children at the beginning and end of the school year, and identifies the dynamics of development of preschoolers 2-4 years old with ODD. The examination allows us to identify the compensatory capabilities of children and determine the zone of proximal development.

The monitoring results are used when recruiting subgroups, when planning correctional and educational work with children with special needs, and when adapting the program depending on the level of individual capabilities of each child.

I.1. Auditory attention.

Research procedure:

Task 2.

I.2. Visual perception.

Target:

Research procedure:

Task 1.

2 years

3-4 years

Task 2.

2-3 years

3-4 years

Task 3.

3 years

4 years -

I. III.

Target:

Research procedure:

Task 1.

2 years -

3-4 years - speech therapist

Task 2.

2-3 year.

3-4 year.

Task 3.

2- 3 years- 2 - 4 sticks.

3- 4 years- 2 - 6 sticks.

II BLOCK. MOTOR SPHERE

Goals:

Methods: assignments, observation, tests.

II. 1. General motor skills.

Goals:

Research procedure:

2-3 years. Quests:

5. Catch a thrown ball.

3-4 years. Quests:

1. 1. Standing long jump.

II.2. Fine motor skills.

Goals:

Research procedure:

2-3 years. Quests:

1. Feed the doll

3-4 year. Quests:

3-4 years. Quests:

Kinetic basis of movements.

3-4 years. Quests:

III

Research procedure:

2-3 years:

3-4 years:

(from 3 years old)

Squint your eyes;

Puff out your cheeks;

Pull in your cheeks;

Lips: “smile”, “proboscis”;

Soft palate: yawn widely.

Replacement movements;

from 3 years old):

Rhythm (normal, arrhythmia);

III

Target:

Research procedure:

Quests:

from 4 years old.

III

Target:

Research procedure:

1. Passive dictionary:

2-3 years:

3-4 years:

(from 3 years old):

3 years:“Toys”, “Dishes”.

4 years:“Furniture”, “Clothing”, “Shoes”.

V). Understanding Actions:

2-3 years:

3-4 years:

2-3 years:

3-4 years:

from 3 years old):

(from 4 years old):

2-3 years:

3-4 years:

-

III

Target:

1. Active dictionary:

2-3 years:“Toys”, “Dishes”.

3-4 years:

b) verb dictionary:

2 3 years:

3-4 years:

c) adjectives (from 3 years old):

2-3 years:

3-4 years:

3-4 years:

Whose tail is this? - Foxes;

Whose bag is this? - Moms;

Whose ears are these? - A hare.

(from 3 years old):

(from 3 years old):

2-3 years

3-4 years

III

Target:

Methods: observation, conversation.

References:

APPLICATION

I BLOCK. STUDY OF NON-SPEECH MENTAL FUNCTIONS

determine the level of formation of non-speech mental functions: auditory and visual attention, visual perception; visuospatial gnosis and praxis.

Methods: conversation, tasks, observation.

I.1. Auditory attention.

identify stability of attention, the ability to distinguish between sounding toys, and determine the direction of sound.

Research procedure:

2-3 years. Exercise. The speech therapist shows the child a drum and a bell, names them and demonstrates their sound. Invites the child to play: name or show what was heard behind the screen.

3-4 years. Task 1. The speech therapist shows the child a drum and a bell (tambourine and rattle), names them and demonstrates their sound. Invites the child to play: name or show what was heard behind the screen.

Task 2. The speech therapist invites the child to guess (show or name) where the bell rang.

I.2. Visual perception.

Target:

identify the child’s ability to distinguish the color, size and shape of objects.

Research procedure:

Task 1.

2 years- the speech therapist asks the child to show where the big ball is and where the small ball is (small doll, big doll).

3-4 years- the speech therapist shows the child objects of different sizes, asks to show where the big and where the small toy is. Then the speech therapist asks: “What is this?”, “What type of machine?” (big or small).”

Task 2. The speech therapist asks the child to show toys of a certain color (red ball, green cube).

2-3 years- red, yellow, green, blue.

3-4 years- red, yellow, green, blue, white, black.

Task 3.

The speech therapist shows a geometric figure and asks the child to find the same one and name what it is.

3 years- circle, square, triangle.

4 years - circle, square, triangle, rectangle.

I. III. Visuospatial gnosis and praxis.

Target:

identify the level of development of optical-spatial gnosis and praxis.

Research procedure:

Task 1.

2 years - The speech therapist asks the child to show where the ball is at the top and where the ball is at the bottom.

3-4 years - The speech therapist will ask the child to show where the ball is at the top, bottom, in front and behind.

Task 2.

The speech therapist asks the child to assemble a picture using a sample.

2-3 year. From two to three parts with a vertical and horizontal cut.

3-4 year. From two to four parts with different types of cuts (vertical, horizontal and diagonal).

Task 3. The speech therapist asks the child to put together figures from sticks based on a sample.

2- 3 years- 2 - 4 sticks.

3- 4 years- 2 - 6 sticks.

II BLOCK. MOTOR SPHERE

Goals:

identify the level of formation of general, manual and speech motor skills (facial muscles and articulatory motor skills).

Methods: assignments, observation, tests.

II. 1. General motor skills.

Goals:

identify coordination, volume, switchability and pace of movements.

Research procedure:

The speech therapist invites the child to do exercises: shows exercises, performs movements together with the child.

2-3 years. Quests:

1. Walk along the path marked with chalk on the floor.

2. Step over an obstacle 25 cm high.

3. Slowly spin around in place.

4. Throw the ball with both hands from the chest, from behind the head.

5. Catch a thrown ball.

6. Jump on two legs in place.

7. Bend forward and to the sides.

3-4 years. Quests:

1. Run 3-4 times between two lines drawn on the floor at a distance of 20-25 cm from each other.
   1. Change from running to walking, stop at the signal.
   2. Walk along the cord laid on the floor
   3. Standing long jump.
   4. Transfer the object from one hand to the other (over your head, behind your back, in front of you).

II.2. Fine motor skills.

Goals:

identify the ability to manipulate objects, pace of execution, volume, switchability, activity, coordination of movements. Explore pencil skills.

Research procedure:

The speech therapist invites the child to play.

2-3 years. Quests:

1. Feed the doll
2. Make a ball or steering wheel from plasticine.
3. During the observation process, the speech therapist notes the child’s ability to use a spoon independently.

3-4 year. Quests:

1. Make a ball, stick, bagel.

2. Ability to use a spoon independently.

3. Unbutton and fasten buttons.

4. Ability to hold a pencil. The child is asked to take a pencil and draw according to the model, following the speech therapist.

5. Drawing a circle, horizontal and vertical lines.

Kinesthetic basis of movements.

3-4 years. Quests:

1. "Ring". Place your thumb in a ring with each finger on your right hand in turn, repeat with your left hand.

2. "Ears." Simultaneously extend the index and middle fingers of the right, left, and both hands.

Kinetic basis of movements.

3-4 years. Quests:

Alternately bend and straighten the fingers on the right, left hand, on both hands.

III BLOCK. SPEECH ACTIVITY.

identify the state of the phonetic and phonemic aspects of speech; state of impressive and expressive speech; state of coherent speech.

Methods: conversation, tasks, observation, game situations, visual examination of articulation organs, study of medical documentation for the child.

III.1. Study of the phonetic side of speech (in the presence of phrasal speech).

identify the nature of the violation of sound pronunciation and the sound-syllable structure of words; features of the anatomical structure of the articulatory apparatus; parameters of movements of facial and articulatory motor skills, features of breathing and prosodic speech.

Research procedure:

The speech therapist suggests that the child “go and visit the toys.”

1. Playing onomatopoeias:

2-3 years:

The doll cries "aa-a-a-a-a-a-a-a-a-ah" u-o-o-u, the car is buzzing "bi-bi", the cat meow "meow-yuu".

3-4 years:

The doll cries "a-a-a-a-a-a-a-a-ah" ua-ua, the train is buzzing "uh-o-o-o-o-o-o-o-o-o-o-o-o-o-o-u", the donkey shouts "IA-Ia", the mouse squeals "i-and-and", the dog barks " -av".

2. Study of the sound-syllable structure of words (from 3 years old). A game situation is created: the Anya doll brought a “Wonderful Box” (with pictures). The speech therapist names the pictures, and the child repeats: house, mother, boots, poppy seed, porridge, car.

3. State of sound pronunciation. It is studied in the process of observing the child’s play, talking with him and looking at pictures.

4. Anatomical structure of the articulatory apparatus.

a) lips (thick, thin, normal);

b) teeth (sparse, crooked, outside the jaw arch, missing teeth, normal);

c) bite (prognathia, progenia, open lateral, open anterior, cross, normal);

d) hard palate (high, flat, shortened, normal);

e) soft palate (short, bifurcated, absence of a small tongue, normal);

e) tongue (massive, small, with a shortened hyoid ligament, normal).

5. State of speech motor skills. The speech therapist offers the child the game “Funny Monkeys.”

a) state of facial muscles:

Raise your eyebrows, frown;

Squint your eyes;

Puff out your cheeks;

Pull in your cheeks;

The presence or absence of smoothness of the nasolabial folds.

b) state of articulatory motor skills:

Lips: “smile”, “proboscis”;

Tongue: “scapula”, “needle”, “up”, “down”;

Soft palate: yawn widely.

The following movement parameters are noted:

Presence or absence of movements (o.);

Tone: normal tension (N), lethargy (v.), excessive tension (chn.);

Range of movements: full (n.), incomplete (n.);

Ability to switch from one movement to another;

Replacement movements;

Synkenesis (additional and unnecessary movements);

Tremor, hypersalivation, deviation of the tip of the tongue.

6. State of respiratory function ( from 3 years old):

Type of non-speech and speech breathing (clavicular, thoracic, diaphragmatic, etc.);

Volume of speech breathing (normal, insufficient);

Frequency of speech breathing (normal, rapid, slow);

Duration of speech breathing (normal, shortened).

Volume (normal, quiet, excessively loud);

8. Features of the prosodic side of speech (in the presence of phrasal speech):

Pace (normal, fast, slow);

Rhythm (normal, arrhythmia);

Pause (correct, broken);

Use of the main types of intonation (uses, does not use): narrative, interrogative, incentive.

III.2. Study of the phonemic side of speech (from 3 years old).

Target:

identify the state of phonemic perception.

Research procedure:

The speech therapist asks the child to show the bear pictures.

Quests:

1. Show in pictures the objects named by the speech therapist: table - chair, braids - goats, dad - woman, slide - crust.

2. Show the dog when it growls (from a series of sounds). - from 4 years old.

III.3. Study of the state of impressive speech.

Target:

determine the volume of the child’s impressive vocabulary.

Research procedure:

1. Passive dictionary:

A). Understanding concrete nouns: show objects, parts of objects, parts of the body, etc., according to the verbal instructions of the speech therapist.

2-3 years: ears, eyes, nose, hand, leg, ball, doll, chair, table.

3-4 years: knee, elbow, forehead, neck, stomach, back, chair, chair back, seat, chair legs, car, cabin, wheels, body, steering wheel.

b). Understanding generic words (from 3 years old): select objects or pictures based on lexical topics.

3 years:“Toys”, “Dishes”.

4 years:“Furniture”, “Clothing”, “Shoes”.

V). Understanding Actions:

2-3 years:

Show where the girl sleeps, eats, drinks, plays.

3-4 years:

Show where the girl walks, draws, washes her hands, gets dressed, etc. (in pictures);

Carry out instructions according to verbal instructions (give the doll, feed the doll, sit the doll, drive the car, throw the ball, etc.).

2. Understanding singular and plural forms of nouns:

2-3 years:

Show on toys where: cube - cubes, doll - dolls, car - cars, bear - bears.

3-4 years:

Show in pictures where: cup - cups, mushroom - mushrooms, doll - dolls, ball - balls.

3. Understanding prepositional-case constructions with the prepositions NA, B, POD, FOR ( from 3 years old):

Place the ball in a box, on a table, under a table, behind a table, etc.

4. Understanding the relationships between members of a sentence (from 4 years old):

Show me a girl who catches a butterfly;

Show the girl holding the ball;

Show me the girl sweeping the floor.

5. Understanding diminutive suffixes of nouns:

2-3 years:

Show on toys where: doll - doll, car - car, ball - ball, cup - cup.

3-4 years:

- show in the pictures where: house - house, spoon - spoon, ball - ball, doll - doll.

III.4. Study of the state of expressive speech.

Target:

determine the volume of the child’s expressive vocabulary.

1. Active dictionary:

a) nouns: name objects, pictures by topic.

2-3 years:“Toys”, “Dishes”.

3-4 years:“Clothes”, “Shoes”, “Family”, “Animals”.

b) verb dictionary:

2 3 years:

Name what the boy is doing based on the pictures: eating, sleeping, playing, drinking, walking, etc.

3-4 years:

Name what the boy does from the pictures: eats, sleeps, plays, draws, drinks, walks, washes, washes, runs, walks, etc.

c) adjectives (from 3 years old):

Name the color, size, taste and other qualities of various objects from the pictures.

2. The state of the grammatical structure of speech (examined in the presence of phrasal speech):

a) the use of nouns in the nominative case singular and plural:

2-3 years: ball - balls, car - cars, doll - dolls, matryoshka - nesting dolls.

3-4 years: table - tables, ball - balls, doll - dolls, hand - hands, ball - balls, eye - eyes.

b) the use of nouns in the singular accusative case without a preposition (name what you see in the pictures: “I see a ball, a doll, a house,” etc.).

3-4 years:

c) the use of nouns in the singular genitive case without a preposition (name from the pictures):

Whose tail is this? - Foxes;

Whose bag is this? - Moms;

Whose car is this? - Boy;

Whose ears are these? - A hare.

d) agreement of adjectives with singular masculine and feminine nouns (from 3 years old):

Name the color of the objects: ball - red, pencil - blue, car - red, cup - blue;

e) the use of prepositional case constructions with prepositions (from 3 years old):

ON, IN, UNDER, FOR (name the location of objects in pictures or by demonstrating actions with objects);

f) the use of nouns with diminutive suffixes: - what to call a small object?

2-3 years(with toys): doll - doll, ball - ball, car - typewriter, house - house.

3-4 years(from the pictures): table - table, nose - spout, house - house, spoon - spoon, doll - doll, bed - crib.

III.5. Study of connected speech.

Target:

identify the level of formation of coherent speech.

General characteristics of speech: speech present or absent, babbling speech, speech in separate words, phrasal speech.

Methods: observation, conversation.

References:

1. Quantitative monitoring of general and speech development of children with special needs development / author.-comp. A.M. Bykhovskaya, N.A. Kazova. - SPB.: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2012.

2. Speech card of a child of primary preschool age with general speech underdevelopment (from 3 to 4 years). - Auto-stat. Nishcheva N.V. - St. Petersburg: Publishing house "CHILDHOOD-PRESS", 2009.

3. Strebeleva E.A. Methods of psychological and pedagogical diagnostics, cognitive development of young children. - NPF "Amalteya", St. Petersburg, 2011.

4. Scheme of examination of a child of early and junior preschool age. Comp. L.S. Solomakha, N.V. Serebryakova // Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution: Coll. methodological recommendations. - SPb.: CHILDREN'S PRESS, 2000.

APPLICATION

I BLOCK. STUDY OF NON-SPEECH MENTAL FUNCTIONS

determine the level of formation of non-speech mental functions: auditory and visual attention, visual perception; visuospatial gnosis and praxis.

Methods: conversation, tasks, observation.

I.1. Auditory attention.

identify stability of attention, the ability to distinguish between sounding toys, and determine the direction of sound.

Research procedure:

2-3 years. Exercise. The speech therapist shows the child a drum and a bell, names them and demonstrates their sound. Invites the child to play: name or show what was heard behind the screen.

3-4 years. Task 1. The speech therapist shows the child a drum and a bell (tambourine and rattle), names them and demonstrates their sound. Invites the child to play: name or show what was heard behind the screen.

Task 2. The speech therapist invites the child to guess (show or name) where the bell rang.

I.2. Visual perception.

Target:

identify the child’s ability to distinguish the color, size and shape of objects.

Research procedure:

Task 1.

2 years- the speech therapist asks the child to show where the big ball is and where the small ball is (small doll, big doll).

3-4 years- the speech therapist shows the child objects of different sizes, asks to show where the big and where the small toy is. Then the speech therapist asks: “What is this?”, “What type of machine?” (big or small).”

Task 2. The speech therapist asks the child to show toys of a certain color (red ball, green cube).

2-3 years- red, yellow, green, blue.

3-4 years- red, yellow, green, blue, white, black.

Task 3.

The speech therapist shows a geometric figure and asks the child to find the same one and name what it is.

3 years- circle, square, triangle.

4 years - circle, square, triangle, rectangle.

I. III. Visuospatial gnosis and praxis.

Target:

identify the level of development of optical-spatial gnosis and praxis.

Research procedure:

Task 1.

2 years - The speech therapist asks the child to show where the ball is at the top and where the ball is at the bottom.

3-4 years - The speech therapist will ask the child to show where the ball is at the top, bottom, in front and behind.

Task 2.

The speech therapist asks the child to assemble a picture using a sample.

2-3 year. From two to three parts with a vertical and horizontal cut.

3-4 year. From two to four parts with different types of cuts (vertical, horizontal and diagonal).

Task 3. The speech therapist asks the child to put together figures from sticks based on a sample.

2- 3 years- 2 - 4 sticks.

3- 4 years- 2 - 6 sticks.

II BLOCK. MOTOR SPHERE

Goals:

identify the level of formation of general, manual and speech motor skills (facial muscles and articulatory motor skills).

Methods: assignments, observation, tests.

II. 1. General motor skills.

Goals:

identify coordination, volume, switchability and pace of movements.

Research procedure:

The speech therapist invites the child to do exercises: shows exercises, performs movements together with the child.

2-3 years. Quests:

1. Walk along the path marked with chalk on the floor.

2. Step over an obstacle 25 cm high.

3. Slowly spin around in place.

4. Throw the ball with both hands from the chest, from behind the head.

5. Catch a thrown ball.

6. Jump on two legs in place.

7. Bend forward and to the sides.

3-4 years. Quests:

1. Run 3-4 times between two lines drawn on the floor at a distance of 20-25 cm from each other.
   1. Change from running to walking, stop at the signal.
   2. Walk along the cord laid on the floor
   3. Standing long jump.
   4. Transfer the object from one hand to the other (over your head, behind your back, in front of you).

II.2. Fine motor skills.

Goals:

identify the ability to manipulate objects, pace of execution, volume, switchability, activity, coordination of movements. Explore pencil skills.

Research procedure:

The speech therapist invites the child to play.

2-3 years. Quests:

1. Feed the doll
2. Make a ball or steering wheel from plasticine.
3. During the observation process, the speech therapist notes the child’s ability to use a spoon independently.

3-4 year. Quests:

1. Make a ball, stick, bagel.

2. Ability to use a spoon independently.

3. Unbutton and fasten buttons.

4. Ability to hold a pencil. The child is asked to take a pencil and draw according to the model, following the speech therapist.

5. Drawing a circle, horizontal and vertical lines.

Kinesthetic basis of movements.

3-4 years. Quests:

1. "Ring". Place your thumb in a ring with each finger on your right hand in turn, repeat with your left hand.

2. "Ears." Simultaneously extend the index and middle fingers of the right, left, and both hands.

Kinetic basis of movements.

3-4 years. Quests:

Alternately bend and straighten the fingers on the right, left hand, on both hands.

III BLOCK. SPEECH ACTIVITY.

identify the state of the phonetic and phonemic aspects of speech; state of impressive and expressive speech; state of coherent speech.

Methods: conversation, tasks, observation, game situations, visual examination of articulation organs, study of medical documentation for the child.

III.1. Study of the phonetic side of speech (in the presence of phrasal speech).

identify the nature of the violation of sound pronunciation and the sound-syllable structure of words; features of the anatomical structure of the articulatory apparatus; parameters of movements of facial and articulatory motor skills, features of breathing and prosodic speech.

Research procedure:

The speech therapist suggests that the child “go and visit the toys.”

1. Playing onomatopoeias:

2-3 years:

The doll cries "aa-a-a-a-a-a-a-a-a-ah" u-o-o-u, the car is buzzing "bi-bi", the cat meow "meow-yuu".

3-4 years:

The doll cries "a-a-a-a-a-a-a-a-ah" ua-ua, the train is buzzing "uh-o-o-o-o-o-o-o-o-o-o-o-o-o-o-u", the donkey shouts "IA-Ia", the mouse squeals "i-and-and", the dog barks " -av".

2. Study of the sound-syllable structure of words (from 3 years old). A game situation is created: the Anya doll brought a “Wonderful Box” (with pictures). The speech therapist names the pictures, and the child repeats: house, mother, boots, poppy seed, porridge, car.

3. State of sound pronunciation. It is studied in the process of observing the child’s play, talking with him and looking at pictures.

4. Anatomical structure of the articulatory apparatus.

a) lips (thick, thin, normal);

b) teeth (sparse, crooked, outside the jaw arch, missing teeth, normal);

c) bite (prognathia, progenia, open lateral, open anterior, cross, normal);

d) hard palate (high, flat, shortened, normal);

e) soft palate (short, bifurcated, absence of a small tongue, normal);

e) tongue (massive, small, with a shortened hyoid ligament, normal).

5. State of speech motor skills. The speech therapist offers the child the game “Funny Monkeys.”

a) state of facial muscles:

Raise your eyebrows, frown;

Squint your eyes;

Puff out your cheeks;

Pull in your cheeks;

The presence or absence of smoothness of the nasolabial folds.

b) state of articulatory motor skills:

Lips: “smile”, “proboscis”;

Tongue: “scapula”, “needle”, “up”, “down”;

Soft palate: yawn widely.

The following movement parameters are noted:

Presence or absence of movements (o.);

Tone: normal tension (N), lethargy (v.), excessive tension (chn.);

Range of movements: full (n.), incomplete (n.);

Ability to switch from one movement to another;

Replacement movements;

Synkenesis (additional and unnecessary movements);

Tremor, hypersalivation, deviation of the tip of the tongue.

6. State of respiratory function ( from 3 years old):

Type of non-speech and speech breathing (clavicular, thoracic, diaphragmatic, etc.);

Volume of speech breathing (normal, insufficient);

Frequency of speech breathing (normal, rapid, slow);

Duration of speech breathing (normal, shortened).

Volume (normal, quiet, excessively loud);

8. Features of the prosodic side of speech (in the presence of phrasal speech):

Pace (normal, fast, slow);

Rhythm (normal, arrhythmia);

Pause (correct, broken);

Use of the main types of intonation (uses, does not use): narrative, interrogative, incentive.

III.2. Study of the phonemic side of speech (from 3 years old).

Target:

identify the state of phonemic perception.

Research procedure:

The speech therapist asks the child to show the bear pictures.

Quests:

1. Show in pictures the objects named by the speech therapist: table - chair, braids - goats, dad - woman, slide - crust.

2. Show the dog when it growls (from a series of sounds). - from 4 years old.

III.3. Study of the state of impressive speech.

Target:

determine the volume of the child’s impressive vocabulary.

Research procedure:

1. Passive dictionary:

A). Understanding concrete nouns: show objects, parts of objects, parts of the body, etc., according to the verbal instructions of the speech therapist.

2-3 years: ears, eyes, nose, hand, leg, ball, doll, chair, table.

3-4 years: knee, elbow, forehead, neck, stomach, back, chair, chair back, seat, chair legs, car, cabin, wheels, body, steering wheel.

b). Understanding generic words (from 3 years old): select objects or pictures based on lexical topics.

3 years:“Toys”, “Dishes”.

4 years:“Furniture”, “Clothing”, “Shoes”.

V). Understanding Actions:

2-3 years:

Show where the girl sleeps, eats, drinks, plays.

3-4 years:

Show where the girl walks, draws, washes her hands, gets dressed, etc. (in pictures);

Carry out instructions according to verbal instructions (give the doll, feed the doll, sit the doll, drive the car, throw the ball, etc.).

2. Understanding singular and plural forms of nouns:

2-3 years:

Show on toys where: cube - cubes, doll - dolls, car - cars, bear - bears.

3-4 years:

Show in pictures where: cup - cups, mushroom - mushrooms, doll - dolls, ball - balls.

3. Understanding prepositional-case constructions with the prepositions NA, B, POD, FOR ( from 3 years old):

Place the ball in a box, on a table, under a table, behind a table, etc.

4. Understanding the relationships between members of a sentence (from 4 years old):

Show me a girl who catches a butterfly;

Show the girl holding the ball;

Show me the girl sweeping the floor.

5. Understanding diminutive suffixes of nouns:

2-3 years:

Show on toys where: doll - doll, car - car, ball - ball, cup - cup.

3-4 years:

- show in the pictures where: house - house, spoon - spoon, ball - ball, doll - doll.

III.4. Study of the state of expressive speech.

Target:

determine the volume of the child’s expressive vocabulary.

1. Active dictionary:

a) nouns: name objects, pictures by topic.

2-3 years:“Toys”, “Dishes”.

3-4 years:“Clothes”, “Shoes”, “Family”, “Animals”.

b) verb dictionary:

2 3 years:

Name what the boy is doing based on the pictures: eating, sleeping, playing, drinking, walking, etc.

3-4 years:

Name what the boy does from the pictures: eats, sleeps, plays, draws, drinks, walks, washes, washes, runs, walks, etc.

c) adjectives (from 3 years old):

Name the color, size, taste and other qualities of various objects from the pictures.

2. The state of the grammatical structure of speech (examined in the presence of phrasal speech):

a) the use of nouns in the nominative case singular and plural:

2-3 years: ball - balls, car - cars, doll - dolls, matryoshka - nesting dolls.

3-4 years: table - tables, ball - balls, doll - dolls, hand - hands, ball - balls, eye - eyes.

b) the use of nouns in the singular accusative case without a preposition (name what you see in the pictures: “I see a ball, a doll, a house,” etc.).

3-4 years:

c) the use of nouns in the singular genitive case without a preposition (name from the pictures):

Whose tail is this? - Foxes;

Whose bag is this? - Moms;

Whose car is this? - Boy;

Whose ears are these? - A hare.

d) agreement of adjectives with singular masculine and feminine nouns (from 3 years old):

Name the color of the objects: ball - red, pencil - blue, car - red, cup - blue;

e) the use of prepositional case constructions with prepositions (from 3 years old):

ON, IN, UNDER, FOR (name the location of objects in pictures or by demonstrating actions with objects);

f) the use of nouns with diminutive suffixes: - what to call a small object?

2-3 years(with toys): doll - doll, ball - ball, car - typewriter, house - house.

3-4 years(from the pictures): table - table, nose - spout, house - house, spoon - spoon, doll - doll, bed - crib.

III.5. Study of connected speech.

Target:

identify the level of formation of coherent speech.

General characteristics of speech: speech present or absent, babbling speech, speech in separate words, phrasal speech.

Methods: observation, conversation.

References:

1. Quantitative monitoring of general and speech development of children with special needs development / author.-comp. A.M. Bykhovskaya, N.A. Kazova. - SPB.: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2012.

2. Speech card of a child of primary preschool age with general speech underdevelopment (from 3 to 4 years). - Auto-stat. Nishcheva N.V. - St. Petersburg: Publishing house "CHILDHOOD-PRESS", 2009.

3. Strebeleva E.A. Methods of psychological and pedagogical diagnostics, cognitive development of young children. - NPF "Amalteya", St. Petersburg, 2011.

4. Scheme of examination of a child of early and junior preschool age. Comp. L.S. Solomakha, N.V. Serebryakova // Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution: Coll. methodological recommendations. - SPb.: CHILDREN'S PRESS, 2000.

APPLICATION

I BLOCK. STUDY OF NON-SPEECH MENTAL FUNCTIONS

determine the level of formation of non-speech mental functions: auditory and visual attention, visual perception; visuospatial gnosis and praxis.

Methods: conversation, tasks, observation.

I.1. Auditory attention.

identify stability of attention, the ability to distinguish between sounding toys, and determine the direction of sound.

Research procedure:

2-3 years. Exercise. The speech therapist shows the child a drum and a bell, names them and demonstrates their sound. Invites the child to play: name or show what was heard behind the screen.

3-4 years. Task 1. The speech therapist shows the child a drum and a bell (tambourine and rattle), names them and demonstrates their sound. Invites the child to play: name or show what was heard behind the screen.

Task 2. The speech therapist invites the child to guess (show or name) where the bell rang.

I.2. Visual perception.

Target:

identify the child’s ability to distinguish the color, size and shape of objects.

Research procedure:

Task 1.

2 years- the speech therapist asks the child to show where the big ball is and where the small ball is (small doll, big doll).

3-4 years- the speech therapist shows the child objects of different sizes, asks to show where the big and where the small toy is. Then the speech therapist asks: “What is this?”, “What type of machine?” (big or small).”

Task 2. The speech therapist asks the child to show toys of a certain color (red ball, green cube).

2-3 years- red, yellow, green, blue.

3-4 years- red, yellow, green, blue, white, black.

Task 3.

The speech therapist shows a geometric figure and asks the child to find the same one and name what it is.

3 years- circle, square, triangle.

4 years - circle, square, triangle, rectangle.

I. III. Visuospatial gnosis and praxis.

Target:

identify the level of development of optical-spatial gnosis and praxis.

Research procedure:

Task 1.

2 years - The speech therapist asks the child to show where the ball is at the top and where the ball is at the bottom.

3-4 years - The speech therapist will ask the child to show where the ball is at the top, bottom, in front and behind.

Task 2.

The speech therapist asks the child to assemble a picture using a sample.

2-3 year. From two to three parts with a vertical and horizontal cut.

3-4 year. From two to four parts with different types of cuts (vertical, horizontal and diagonal).

Task 3. The speech therapist asks the child to put together figures from sticks based on a sample.

2- 3 years- 2 - 4 sticks.

3- 4 years- 2 - 6 sticks.

II BLOCK. MOTOR SPHERE

Goals:

identify the level of formation of general, manual and speech motor skills (facial muscles and articulatory motor skills).

Methods: assignments, observation, tests.

II. 1. General motor skills.

Goals:

identify coordination, volume, switchability and pace of movements.

Research procedure:

The speech therapist invites the child to do exercises: shows exercises, performs movements together with the child.

2-3 years. Quests:

1. Walk along the path marked with chalk on the floor.

2. Step over an obstacle 25 cm high.

3. Slowly spin around in place.

4. Throw the ball with both hands from the chest, from behind the head.

5. Catch a thrown ball.

6. Jump on two legs in place.

7. Bend forward and to the sides.

3-4 years. Quests:

1. Run 3-4 times between two lines drawn on the floor at a distance of 20-25 cm from each other.
   1. Change from running to walking, stop at the signal.
   2. Walk along the cord laid on the floor
   3. Standing long jump.
   4. Transfer the object from one hand to the other (over your head, behind your back, in front of you).

II.2. Fine motor skills.

Goals:

identify the ability to manipulate objects, pace of execution, volume, switchability, activity, coordination of movements. Explore pencil skills.

Research procedure:

The speech therapist invites the child to play.

2-3 years. Quests:

1. Feed the doll
2. Make a ball or steering wheel from plasticine.
3. During the observation process, the speech therapist notes the child’s ability to use a spoon independently.

3-4 year. Quests:

1. Make a ball, stick, bagel.

2. Ability to use a spoon independently.

3. Unbutton and fasten buttons.

4. Ability to hold a pencil. The child is asked to take a pencil and draw according to the model, following the speech therapist.

5. Drawing a circle, horizontal and vertical lines.

Kinesthetic basis of movements.

3-4 years. Quests:

1. "Ring". Place your thumb in a ring with each finger on your right hand in turn, repeat with your left hand.

2. "Ears." Simultaneously extend the index and middle fingers of the right, left, and both hands.

Kinetic basis of movements.

3-4 years. Quests:

Alternately bend and straighten the fingers on the right, left hand, on both hands.

III BLOCK. SPEECH ACTIVITY.

identify the state of the phonetic and phonemic aspects of speech; state of impressive and expressive speech; state of coherent speech.

Methods: conversation, tasks, observation, game situations, visual examination of articulation organs, study of medical documentation for the child.

III.1. Study of the phonetic side of speech (in the presence of phrasal speech).

identify the nature of the violation of sound pronunciation and the sound-syllable structure of words; features of the anatomical structure of the articulatory apparatus; parameters of movements of facial and articulatory motor skills, features of breathing and prosodic speech.

Research procedure:

The speech therapist suggests that the child “go and visit the toys.”

1. Playing onomatopoeias:

2-3 years:

The doll cries "aa-a-a-a-a-a-a-a-a-ah" u-o-o-u, the car is buzzing "bi-bi", the cat meow "meow-yuu".

3-4 years:

The doll cries "a-a-a-a-a-a-a-a-ah" ua-ua, the train is buzzing "uh-o-o-o-o-o-o-o-o-o-o-o-o-o-o-u", the donkey shouts "IA-Ia", the mouse squeals "i-and-and", the dog barks " -av".

2. Study of the sound-syllable structure of words (from 3 years old). A game situation is created: the Anya doll brought a “Wonderful Box” (with pictures). The speech therapist names the pictures, and the child repeats: house, mother, boots, poppy seed, porridge, car.

3. State of sound pronunciation. It is studied in the process of observing the child’s play, talking with him and looking at pictures.

4. Anatomical structure of the articulatory apparatus.

a) lips (thick, thin, normal);

b) teeth (sparse, crooked, outside the jaw arch, missing teeth, normal);

c) bite (prognathia, progenia, open lateral, open anterior, cross, normal);

d) hard palate (high, flat, shortened, normal);

e) soft palate (short, bifurcated, absence of a small tongue, normal);

e) tongue (massive, small, with a shortened hyoid ligament, normal).

5. State of speech motor skills. The speech therapist offers the child the game “Funny Monkeys.”

a) state of facial muscles:

Raise your eyebrows, frown;

Squint your eyes;

Puff out your cheeks;

Pull in your cheeks;

The presence or absence of smoothness of the nasolabial folds.

b) state of articulatory motor skills:

Lips: “smile”, “proboscis”;

Tongue: “scapula”, “needle”, “up”, “down”;

Soft palate: yawn widely.

The following movement parameters are noted:

Presence or absence of movements (o.);

Tone: normal tension (N), lethargy (v.), excessive tension (chn.);

Range of movements: full (n.), incomplete (n.);

Ability to switch from one movement to another;

Replacement movements;

Synkenesis (additional and unnecessary movements);

Tremor, hypersalivation, deviation of the tip of the tongue.

6. State of respiratory function ( from 3 years old):

Type of non-speech and speech breathing (clavicular, thoracic, diaphragmatic, etc.);

Volume of speech breathing (normal, insufficient);

Frequency of speech breathing (normal, rapid, slow);

Duration of speech breathing (normal, shortened).

Volume (normal, quiet, excessively loud);

8. Features of the prosodic side of speech (in the presence of phrasal speech):

Pace (normal, fast, slow);

Rhythm (normal, arrhythmia);

Pause (correct, broken);

Use of the main types of intonation (uses, does not use): narrative, interrogative, incentive.

III.2. Study of the phonemic side of speech (from 3 years old).

Target:

identify the state of phonemic perception.

Research procedure:

The speech therapist asks the child to show the bear pictures.

Quests:

1. Show in pictures the objects named by the speech therapist: table - chair, braids - goats, dad - woman, slide - crust.

2. Show the dog when it growls (from a series of sounds). - from 4 years old.

III.3. Study of the state of impressive speech.

Target:

determine the volume of the child’s impressive vocabulary.

Research procedure:

1. Passive dictionary:

A). Understanding concrete nouns: show objects, parts of objects, parts of the body, etc., according to the verbal instructions of the speech therapist.

2-3 years: ears, eyes, nose, hand, leg, ball, doll, chair, table.

3-4 years: knee, elbow, forehead, neck, stomach, back, chair, chair back, seat, chair legs, car, cabin, wheels, body, steering wheel.

b). Understanding generic words (from 3 years old): select objects or pictures based on lexical topics.

3 years:“Toys”, “Dishes”.

4 years:“Furniture”, “Clothing”, “Shoes”.

V). Understanding Actions:

2-3 years:

Show where the girl sleeps, eats, drinks, plays.

3-4 years:

Show where the girl walks, draws, washes her hands, gets dressed, etc. (in pictures);

Carry out instructions according to verbal instructions (give the doll, feed the doll, sit the doll, drive the car, throw the ball, etc.).

2. Understanding singular and plural forms of nouns:

2-3 years:

Show on toys where: cube - cubes, doll - dolls, car - cars, bear - bears.

3-4 years:

Show in pictures where: cup - cups, mushroom - mushrooms, doll - dolls, ball - balls.

3. Understanding prepositional-case constructions with the prepositions NA, B, POD, FOR ( from 3 years old):

Place the ball in a box, on a table, under a table, behind a table, etc.

4. Understanding the relationships between members of a sentence (from 4 years old):

Show me a girl who catches a butterfly;

Show the girl holding the ball;

Show me the girl sweeping the floor.

5. Understanding diminutive suffixes of nouns:

2-3 years:

Show on toys where: doll - doll, car - car, ball - ball, cup - cup.

3-4 years:

- show in the pictures where: house - house, spoon - spoon, ball - ball, doll - doll.

III.4. Study of the state of expressive speech.

Target:

determine the volume of the child’s expressive vocabulary.

1. Active dictionary:

a) nouns: name objects, pictures by topic.

2-3 years:“Toys”, “Dishes”.

3-4 years:“Clothes”, “Shoes”, “Family”, “Animals”.

b) verb dictionary:

2 3 years:

Name what the boy is doing based on the pictures: eating, sleeping, playing, drinking, walking, etc.

3-4 years:

Name what the boy does from the pictures: eats, sleeps, plays, draws, drinks, walks, washes, washes, runs, walks, etc.

c) adjectives (from 3 years old):

Name the color, size, taste and other qualities of various objects from the pictures.

2. The state of the grammatical structure of speech (examined in the presence of phrasal speech):

a) the use of nouns in the nominative case singular and plural:

2-3 years: ball - balls, car - cars, doll - dolls, matryoshka - nesting dolls.

3-4 years: table - tables, ball - balls, doll - dolls, hand - hands, ball - balls, eye - eyes.

b) the use of nouns in the singular accusative case without a preposition (name what you see in the pictures: “I see a ball, a doll, a house,” etc.).

3-4 years:

c) the use of nouns in the singular genitive case without a preposition (name from the pictures):

Whose tail is this? - Foxes;

Whose bag is this? - Moms;

Whose car is this? - Boy;

Whose ears are these? - A hare.

d) agreement of adjectives with singular masculine and feminine nouns (from 3 years old):

Name the color of the objects: ball - red, pencil - blue, car - red, cup - blue;

e) the use of prepositional case constructions with prepositions (from 3 years old):

ON, IN, UNDER, FOR (name the location of objects in pictures or by demonstrating actions with objects);

f) the use of nouns with diminutive suffixes: - what to call a small object?

2-3 years(with toys): doll - doll, ball - ball, car - typewriter, house - house.

3-4 years(from the pictures): table - table, nose - spout, house - house, spoon - spoon, doll - doll, bed - crib.

III.5. Study of connected speech.

Target:

identify the level of formation of coherent speech.

General characteristics of speech: speech present or absent, babbling speech, speech in separate words, phrasal speech.

Methods: observation, conversation.

References:

1. Quantitative monitoring of general and speech development of children with special needs development / author.-comp. A.M. Bykhovskaya, N.A. Kazova. - SPB.: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2012.

2. Speech card of a child of primary preschool age with general speech underdevelopment (from 3 to 4 years). - Auto-stat. Nishcheva N.V. - St. Petersburg: Publishing house "CHILDHOOD-PRESS", 2009.

3. Strebeleva E.A. Methods of psychological and pedagogical diagnostics, cognitive development of young children. - NPF "Amalteya", St. Petersburg, 2011.

4. Scheme of examination of a child of early and junior preschool age. Comp. L.S. Solomakha, N.V. Serebryakova // Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution: Coll. methodological recommendations. - SPb.: CHILDREN'S PRESS, 2000.

APPLICATION

I BLOCK. STUDY OF NON-SPEECH MENTAL FUNCTIONS

determine the level of formation of non-speech mental functions: auditory and visual attention, visual perception; visuospatial gnosis and praxis.

Methods: conversation, tasks, observation.

I.1. Auditory attention.

identify stability of attention, the ability to distinguish between sounding toys, and determine the direction of sound.

Research procedure:

2-3 years. Exercise. The speech therapist shows the child a drum and a bell, names them and demonstrates their sound. Invites the child to play: name or show what was heard behind the screen.

3-4 years. Task 1. The speech therapist shows the child a drum and a bell (tambourine and rattle), names them and demonstrates their sound. Invites the child to play: name or show what was heard behind the screen.

Task 2. The speech therapist invites the child to guess (show or name) where the bell rang.

I.2. Visual perception.

Target:

identify the child’s ability to distinguish the color, size and shape of objects.

Research procedure:

Task 1.

2 years- the speech therapist asks the child to show where the big ball is and where the small ball is (small doll, big doll).

3-4 years- the speech therapist shows the child objects of different sizes, asks to show where the big and where the small toy is. Then the speech therapist asks: “What is this?”, “What type of machine?” (big or small).”

Task 2. The speech therapist asks the child to show toys of a certain color (red ball, green cube).

2-3 years- red, yellow, green, blue.

3-4 years- red, yellow, green, blue, white, black.

Task 3.

The speech therapist shows a geometric figure and asks the child to find the same one and name what it is.

3 years- circle, square, triangle.

4 years - circle, square, triangle, rectangle.

I. III. Visuospatial gnosis and praxis.

Target:

identify the level of development of optical-spatial gnosis and praxis.

Research procedure:

Task 1.

2 years - The speech therapist asks the child to show where the ball is at the top and where the ball is at the bottom.

3-4 years - The speech therapist will ask the child to show where the ball is at the top, bottom, in front and behind.

Task 2.

The speech therapist asks the child to assemble a picture using a sample.

2-3 year. From two to three parts with a vertical and horizontal cut.

3-4 year. From two to four parts with different types of cuts (vertical, horizontal and diagonal).

Task 3. The speech therapist asks the child to put together figures from sticks based on a sample.

2- 3 years- 2 - 4 sticks.

3- 4 years- 2 - 6 sticks.

II BLOCK. MOTOR SPHERE

Goals:

identify the level of formation of general, manual and speech motor skills (facial muscles and articulatory motor skills).

Methods: assignments, observation, tests.

II. 1. General motor skills.

Goals:

identify coordination, volume, switchability and pace of movements.

Research procedure:

The speech therapist invites the child to do exercises: shows exercises, performs movements together with the child.

2-3 years. Quests:

1. Walk along the path marked with chalk on the floor.

2. Step over an obstacle 25 cm high.

3. Slowly spin around in place.

4. Throw the ball with both hands from the chest, from behind the head.

5. Catch a thrown ball.

6. Jump on two legs in place.

7. Bend forward and to the sides.

3-4 years. Quests:

1. Run 3-4 times between two lines drawn on the floor at a distance of 20-25 cm from each other.
   1. Change from running to walking, stop at the signal.
   2. Walk along the cord laid on the floor
   3. Standing long jump.
   4. Transfer the object from one hand to the other (over your head, behind your back, in front of you).

II.2. Fine motor skills.

Goals:

identify the ability to manipulate objects, pace of execution, volume, switchability, activity, coordination of movements. Explore pencil skills.

Research procedure:

The speech therapist invites the child to play.

2-3 years. Quests:

1. Feed the doll
2. Make a ball or steering wheel from plasticine.
3. During the observation process, the speech therapist notes the child’s ability to use a spoon independently.

3-4 year. Quests:

1. Make a ball, stick, bagel.

2. Ability to use a spoon independently.

3. Unbutton and fasten buttons.

4. Ability to hold a pencil. The child is asked to take a pencil and draw according to the model, following the speech therapist.

5. Drawing a circle, horizontal and vertical lines.

Kinesthetic basis of movements.

3-4 years. Quests:

1. "Ring". Place your thumb in a ring with each finger on your right hand in turn, repeat with your left hand.

2. "Ears." Simultaneously extend the index and middle fingers of the right, left, and both hands.

Kinetic basis of movements.

3-4 years. Quests:

Alternately bend and straighten the fingers on the right, left hand, on both hands.

III BLOCK. SPEECH ACTIVITY.

identify the state of the phonetic and phonemic aspects of speech; state of impressive and expressive speech; state of coherent speech.

Methods: conversation, tasks, observation, game situations, visual examination of articulation organs, study of medical documentation for the child.

III.1. Study of the phonetic side of speech (in the presence of phrasal speech).

identify the nature of the violation of sound pronunciation and the sound-syllable structure of words; features of the anatomical structure of the articulatory apparatus; parameters of movements of facial and articulatory motor skills, features of breathing and prosodic speech.

Research procedure:

The speech therapist suggests that the child “go and visit the toys.”

1. Playing onomatopoeias:

2-3 years:

The doll cries "aa-a-a-a-a-a-a-a-a-ah" u-o-o-u, the car is buzzing "bi-bi", the cat meow "meow-yuu".

3-4 years:

The doll cries "a-a-a-a-a-a-a-a-ah" ua-ua, the train is buzzing "uh-o-o-o-o-o-o-o-o-o-o-o-o-o-o-u", the donkey shouts "IA-Ia", the mouse squeals "i-and-and", the dog barks " -av".

2. Study of the sound-syllable structure of words (from 3 years old). A game situation is created: the Anya doll brought a “Wonderful Box” (with pictures). The speech therapist names the pictures, and the child repeats: house, mother, boots, poppy seed, porridge, car.

3. State of sound pronunciation. It is studied in the process of observing the child’s play, talking with him and looking at pictures.

4. Anatomical structure of the articulatory apparatus.

a) lips (thick, thin, normal);

b) teeth (sparse, crooked, outside the jaw arch, missing teeth, normal);

c) bite (prognathia, progenia, open lateral, open anterior, cross, normal);

d) hard palate (high, flat, shortened, normal);

e) soft palate (short, bifurcated, absence of a small tongue, normal);

e) tongue (massive, small, with a shortened hyoid ligament, normal).

5. State of speech motor skills. The speech therapist offers the child the game “Funny Monkeys.”

a) state of facial muscles:

Raise your eyebrows, frown;

Squint your eyes;

Puff out your cheeks;

Pull in your cheeks;

The presence or absence of smoothness of the nasolabial folds.

b) state of articulatory motor skills:

Lips: “smile”, “proboscis”;

Tongue: “scapula”, “needle”, “up”, “down”;

Soft palate: yawn widely.

The following movement parameters are noted:

Presence or absence of movements (o.);

Tone: normal tension (N), lethargy (v.), excessive tension (chn.);

Range of movements: full (n.), incomplete (n.);

Ability to switch from one movement to another;

Replacement movements;

Synkenesis (additional and unnecessary movements);

Tremor, hypersalivation, deviation of the tip of the tongue.

6. State of respiratory function ( from 3 years old):

Type of non-speech and speech breathing (clavicular, thoracic, diaphragmatic, etc.);

Volume of speech breathing (normal, insufficient);

Frequency of speech breathing (normal, rapid, slow);

Duration of speech breathing (normal, shortened).

Volume (normal, quiet, excessively loud);

8. Features of the prosodic side of speech (in the presence of phrasal speech):

Pace (normal, fast, slow);

Rhythm (normal, arrhythmia);

Pause (correct, broken);

Use of the main types of intonation (uses, does not use): narrative, interrogative, incentive.

III.2. Study of the phonemic side of speech (from 3 years old).

Target:

identify the state of phonemic perception.

Research procedure:

The speech therapist asks the child to show the bear pictures.

Quests:

1. Show in pictures the objects named by the speech therapist: table - chair, braids - goats, dad - woman, slide - crust.

2. Show the dog when it growls (from a series of sounds). - from 4 years old.

III.3. Study of the state of impressive speech.

Target:

determine the volume of the child’s impressive vocabulary.

Research procedure:

1. Passive dictionary:

A). Understanding concrete nouns: show objects, parts of objects, parts of the body, etc., according to the verbal instructions of the speech therapist.

2-3 years: ears, eyes, nose, hand, leg, ball, doll, chair, table.

3-4 years: knee, elbow, forehead, neck, stomach, back, chair, chair back, seat, chair legs, car, cabin, wheels, body, steering wheel.

b). Understanding generic words (from 3 years old): select objects or pictures based on lexical topics.

3 years:“Toys”, “Dishes”.

4 years:“Furniture”, “Clothing”, “Shoes”.

V). Understanding Actions:

2-3 years:

Show where the girl sleeps, eats, drinks, plays.

3-4 years:

Show where the girl walks, draws, washes her hands, gets dressed, etc. (in pictures);

Carry out instructions according to verbal instructions (give the doll, feed the doll, sit the doll, drive the car, throw the ball, etc.).

2. Understanding singular and plural forms of nouns:

2-3 years:

Show on toys where: cube - cubes, doll - dolls, car - cars, bear - bears.

3-4 years:

Show in pictures where: cup - cups, mushroom - mushrooms, doll - dolls, ball - balls.

3. Understanding prepositional-case constructions with the prepositions NA, B, POD, FOR ( from 3 years old):

Place the ball in a box, on a table, under a table, behind a table, etc.

4. Understanding the relationships between members of a sentence (from 4 years old):

Show me a girl who catches a butterfly;

Show the girl holding the ball;

Show me the girl sweeping the floor.

5. Understanding diminutive suffixes of nouns:

2-3 years:

Show on toys where: doll - doll, car - car, ball - ball, cup - cup.

3-4 years:

- show in the pictures where: house - house, spoon - spoon, ball - ball, doll - doll.

III.4. Study of the state of expressive speech.

Target:

determine the volume of the child’s expressive vocabulary.

1. Active dictionary:

a) nouns: name objects, pictures by topic.

2-3 years:“Toys”, “Dishes”.

3-4 years:“Clothes”, “Shoes”, “Family”, “Animals”.

b) verb dictionary:

2 3 years:

Name what the boy is doing based on the pictures: eating, sleeping, playing, drinking, walking, etc.

3-4 years:

Name what the boy does from the pictures: eats, sleeps, plays, draws, drinks, walks, washes, washes, runs, walks, etc.

c) adjectives (from 3 years old):

Name the color, size, taste and other qualities of various objects from the pictures.

2. The state of the grammatical structure of speech (examined in the presence of phrasal speech):

a) the use of nouns in the nominative case singular and plural:

2-3 years: ball - balls, car - cars, doll - dolls, matryoshka - nesting dolls.

3-4 years: table - tables, ball - balls, doll - dolls, hand - hands, ball - balls, eye - eyes.

b) the use of nouns in the singular accusative case without a preposition (name what you see in the pictures: “I see a ball, a doll, a house,” etc.).

3-4 years:

c) the use of nouns in the singular genitive case without a preposition (name from the pictures):

Whose tail is this? - Foxes;

Whose bag is this? - Moms;

Whose car is this? - Boy;

Whose ears are these? - A hare.

d) agreement of adjectives with singular masculine and feminine nouns (from 3 years old):

Name the color of the objects: ball - red, pencil - blue, car - red, cup - blue;

e) the use of prepositional case constructions with prepositions (from 3 years old):

ON, IN, UNDER, FOR (name the location of objects in pictures or by demonstrating actions with objects);

f) the use of nouns with diminutive suffixes: - what to call a small object?

2-3 years(with toys): doll - doll, ball - ball, car - typewriter, house - house.

3-4 years(from the pictures): table - table, nose - spout, house - house, spoon - spoon, doll - doll, bed - crib.

III.5. Study of connected speech.

Target:

identify the level of formation of coherent speech.

General characteristics of speech: speech present or absent, babbling speech, speech in separate words, phrasal speech.

Methods: observation, conversation.

References:

1. Quantitative monitoring of general and speech development of children with special needs development / author.-comp. A.M. Bykhovskaya, N.A. Kazova. - SPB.: PUBLISHING HOUSE “CHILDHOOD-PRESS” LLC, 2012.

2. Speech card of a child of primary preschool age with general speech underdevelopment (from 3 to 4 years). - Auto-stat. Nishcheva N.V. - St. Petersburg: Publishing house "CHILDHOOD-PRESS", 2009.

3. Strebeleva E.A. Methods of psychological and pedagogical diagnostics, cognitive development of young children. - NPF "Amalteya", St. Petersburg, 2011.

4. Scheme of examination of a child of early and junior preschool age. Comp. L.S. Solomakha, N.V. Serebryakova // Diagnosis of speech disorders in children and organization of speech therapy work in a preschool educational institution: Coll. methodological recommendations. - SPb.: CHILDREN'S PRESS, 2000.

APPLICATION

The following is used during the examination: visual and didactic support:

1. Inshakova O.B. Album for a speech therapist. - M.: Humanite. ed. VLADOS center, 1998.
2. Nishcheva N.V. Picture material for the speech map of a child of primary preschool age from 3 to 4 years old: Visual and methodological manual. - St. Petersburg: DETSTVO-PRESS, 2007.
3. Speech card of examination of a child 2-4 years old with TNR (ONR). - Auth. - comp. Nikitina N.A., Sutyagina N.V. - St. Petersburg, 2013
4. Stimulus material for diagnostic examination of children of early and primary preschool age / Edited by N.V. Serebryakova. - St. Petersburg: KARO, 2005

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Romanyuk Vera
Speech development monitoring

Municipal autonomous institution of additional education

"Palace of Children's and Youth Creativity named after Evgeniy Aleksandrovich Yevtushenko"

municipality

city ​​of Bratsk

Monitoring

speech development of children

(5-6; 6-7 years)

Prepared: Romanyuk V.I.,

additional education teacher,

ShRR "Dewdrop"

Bratsk

System organization mode monitoring includes: primary diagnosis - at the beginning of the school year, intermediate - in the middle of the school year and final - at the end of the school year. At the beginning of the school year (September) the main primary is carried out diagnostics: starting conditions are identified (initial level development, the child’s achievements by this time are determined, as well as problems development, the solution of which requires the help of a teacher. Based on this diagnosis, a diagnosis is formulated (that is, problem areas that interfere with personal child development, and also his achievements and individual manifestations that require pedagogical support are highlighted, the tasks of the work are determined and educational activities for the year are designed.

At the end of the school year (usually April) The main final diagnostics are carried out, based on the results of which the degree of solution of the assigned tasks is assessed and the prospects for further design of the pedagogical process are determined.

In the period between the primary and final diagnostics, intermediate diagnostics are carried out. It may not be carried out with all children in the group, but selectively - only with those who exhibit significant problems development. The task of intermediate diagnostics is to assess the correctness of the educational strategy chosen for the child, to identify the dynamics development and, based on the results, make corrections to the pedagogical process.

Principles of diagnostic testing (slide No. 2)

The principle of consistency and continuity of diagnostics is manifested in the sequential transition from one stages, criteria and diagnostic methods to others as development, training and education of the individual, in the gradual complication and deepening of the diagnostic process.

The principle of accessibility of diagnostic techniques and procedures – visibility becomes the main condition for obtaining the necessary information (tests with pictures)

The principle of predictability

The last principle is manifested in the orientation of diagnostic activity towards correctional work in "the area of ​​the closest development» preschoolers.

Concept "zone of closest development» introduced by L.S. Vygotsky: What is essential is not so much what the child has already learned, but rather what he is capable of learning, but the zone of closest development and determines, what are the child’s capabilities in terms of mastering what he does not yet master, but can master with the help and support of an adult.

Forms of diagnostics: (slide No. 3)

Individual;

Group.

Basic diagnostic methods: (slide No. 4)

Not experimental methods:

Observation is one of the most commonly used research methods, an indispensable method if it is necessary to study natural behavior without outside interference in a situation, when it is necessary to obtain a holistic picture of what is happening and reflect the behavior of individuals in its entirety. Observation can act as an independent procedure and be considered as a method included in the experimentation process (creation of problematic diagnostic situations).

Did. game "Soundtrack"

Target: diagnostics of the ability to automate an isolated sound, correlate a sound with a letter, select words for a given sound: to form a sound culture of speech. Description Cuba: On the faces of the cube there are game tasks for a certain group of sounds.

Move: Children pass the cube while saying a rhyme. “One, two, three, four, five, will you rotate?”. The child, with his eyes closed, selects a face, pronounces an automated sound, names the word for the given sound, and passes the cube on.

P. Game "Living Letters"

Move: Consonant sounds are heard to the children and, moving around the room, they approach the vowel sounds placed in advance, making up syllables and words.

The results of observations, unlike other diagnostic methods, are not recorded in official documents, but are taken into account in the overall final assessment.

However, the effectiveness and accuracy of conclusions drawn from observation depends on the personal qualities of the teacher and other factors.

Questioning, like observation, is one of the most common research methods in psychology.

There are three main types of questionnaires used in psychology.

These are scale questionnaires; When answering questions on scale questionnaires, the subject must choose the most correct of the ready-made answers and analyze (evaluate in points) correctness of the proposed answers.

Target: diagnose knowledge of the alphabet. (slide number 5)

How many letters are in the Russian alphabet?

How many vowel sounds?

What is the first letter in the alphabet?

What is the last letter?

Which of these letters are paired consonants?

Which letters have no sound?

Conversation - Dialogue between two people, during which one person reveals the characteristics of the other. A conversation can also be conducted with a group, when the teacher asks questions to the whole group and makes sure that the answers include the opinions of all group members, and not just the most active ones.

The conversation can be both more standardized and freer. In the first case, the conversation is conducted according to a strictly regulated program, with a strict sequence of presentation, clearly recording answers and processing the results with relative ease.

In the second case, the content of the question is not planned in advance. Communication flows more freely and more widely, but this complicates the organization, conduct of the conversation and processing of the results. This form places very high demands on the teacher.

When preparing for a conversation, preliminary work is very important.

Advantages:

An oral response takes less time than a written one.

The number of unanswered questions is noticeably reduced (compared to written methods).

Children take questions more seriously.

At the same time, it should be taken into account that in a conversation we do not receive an objective fact, but a person’s opinion. It may happen that he arbitrarily or involuntarily distorts the real state of affairs. In addition, the pupil, for example, often prefers to say what is expected of him.

Diagnostic methods.

The difference between diagnostic methods and non-experimental methods is that they not only describe the phenomenon being studied, but also give this phenomenon a quantitative or qualitative qualification and measure it.

Test - Game test tasks - a standardized task, the result of which allows you to measure the psychological characteristics of the subject. The purpose of the test study is to test and diagnose certain indicators, and its result is a quantitative indicator correlated with previously established relevant norms and standards.

(slide no. 6, 7, 8, 9, 10)

Positive features of the test method diagnostics:

High objectivity of the measurement process and interpretation of results;

Quite a high level of reliability;

Cost-effectiveness of testing (insignificant time expenditure when testing the mastery of large amounts of material in large groups of students).

Ease of ensuring long-term storage of results and automation of their processing.

Negative features of the test method diagnostics:

Reflection in the answers of the subjective views of the test authors;

They limit children’s answers and do not take into account their individuality;

Insufficient accuracy (it is not always possible to find out how answer: by chance or by logical reasoning).

Does not provide information about views or beliefs.

Diagnostic work. Conducting control and assessment classes.

The pedagogical examination is aimed at determining the level of assimilation of program material by preschool children. The survey can be conducted both for the program as a whole, and for a section or subsection. Based on the data obtained, conclusions are drawn, a work strategy is built, strengths and weaknesses are identified, technologies for achieving the desired result, forms and methods for eliminating shortcomings are developed. The pedagogical examination is aimed at identifying the level of program material, achieving high results in its assimilation, correcting the forms, methods and methods of teaching students, and the effectiveness of using pedagogical technologies.

Example: (slide number 11)

Testing and assessment classes.

1. We write letters from dictation:

2. Think of a word starting with a given letter, highlight sounds:

3. Create a proposal outline:

Masha is walking in the forest.

4. Insert b or b sign, highlight soft and hard sound:

5. Fill in the missing one letter:

M.R; M. J; S. R; MAL. ON.

Tools: (slide number 12) Pedagogical diagnostic tools are a description of those problematic situations, questions, instructions, and observation situations that are used to determine the child’s level of development of one or another assessment parameter.

Diagnostic tools are a description of problematic diagnostic situations (Game exercise "Find the Word"– select certain words from the alphabetic text. Game exercise "Catch a Word"– print on a card the given short word, questions, instructions, observation situations, test tasks, developed control and assessment cards, pictures that are used to determine the child’s level of development of one or another assessment parameter.

During the period of pedagogical diagnostics, these situations, questions and instructions may be repeated in order to clarify the quality of the assessed parameter.

Each parameter of pedagogical assessment can be diagnosed by several methods in order to achieve a certain accuracy. Also, one problem situation can be aimed at assessing several parameters.

For children of older preschool age, tasks can be offered without the use of visual aids, but with familiar words and precise wording of questions. The time period of the survey should not exceed 30 minutes

Techniques (slide number 13)

“Diagnostics for the education and training program in kindergarten” edited by M. A. Vasilyeva Krasnoyarsk 2009;

Knows how to dramatize small works. (slide no. 14)

According to observation.

Grade:

3 - the child is able to dramatize small works using various means of expression strikingness: facial expressions, gestures, intonation, shows creativity in their use.

2 - when dramatizing, he does not always use means of expression; a little help from an adult is required.

1 - plays his role without emotions, or they appear only when reminded by an adult.

Uses synonyms in speech. (slide no. 15)

Di "Say it differently".

Instructions for carrying out: the teacher says that in this game the children will have to remember words that are similar in meaning to the word that he names.

Sample: "Big", - suggests the teacher. Children call words: "Huge, large, enormous, gigantic".

Handsome - handsome, good, beautiful, charming, wonderful. Wet - damp, damp. Cheerful - perky, mischievous, joyful. Big - huge, huge. Runs - rushes, rushes, hurries. He jumps and jumps. Grieving - sad, sad. Screams and yells. Freezing - chilly.

When preparing to play the game, the teacher selects words in advance that have a number of synonyms. It is better to write down these words so as not to remember them for a long time, since the game takes place at a fast pace.

Grade:

3 - the child can find a synonym for all words. 2 - selects synonyms for 5-6 words. 1 - selects synonyms for 2-3 words.

"Motor Assessment Tests" N. Ozeretsky;

"Reading Research Methodology" Bal Natalya Nikolaevna - Candidate of Pedagogical Sciences

Letter Reading Study (slide no. 16)

Target: determining the ability to generalize the perception of letters, testing the reading of individual letters.

Material: Letters of the split alphabet, tasks 1-15 with an image of the set letters: made in different fonts; superimposed on each other and noisy; non-standardly located in space; depicted in mirror images.

Technique:

1. The child is offered letters and instructions: "Name these letters" or “Name the letter that I will show you”. (Fig. 1,2)

2. If the child cannot name a letter or does not pronounce a given sound, he is asked to indicate the corresponding letter among others. Instructions: "Show me the letter I'll name". (Fig. 1.2)

3. To eliminate pronunciation difficulties for a child, this option can also be used instructions: “Find the same letter as I show you”.

Attention is paid to whether the child immediately recognized the letters presented to him or whether he had difficulties, and what the nature of these difficulties was. To determine the quality of errors, the child is additionally offered a series of isolated letters that are similar in optical characteristics (N-R, 3B) and a series of letters whose corresponding sounds are similar phonetically (S-SH-CH-SH-Z-Z-Z, R-L, B-P). The child must name them correctly.

To identify optical disturbances that may cause difficulties in recognizing letters, tables with mirror images of letters or letters are presented crossed out additional strokes, which makes it difficult to visually distinguish the letter from the background. If there are difficulties, the child is asked questions: “Is this letter written correctly? ", “Tell me, is there a misspelled letter here?”, "Show and tell what's wrong with them". (Fig. 3)

The goal of the OO program is development speech and learning for children reading:

Target: development speech and teaching conscious reading skills, without conflicting with school teaching methods, creating prerequisites for a successful transition to primary school education.

System monitoring involves diagnosing the tasks of the intended learning outcome.

Estimated results of the first year training: (slide no. 18)

(development of log thinking) ;

knows how to express joy, surprise, dissatisfaction with intonation;

find words with a certain sound, determine the place of the sound in the word;

divide sentences into words,

divide words into syllables,

read syllables and three-letter words,

orientation in the notebook.

Estimated results of the second stage training: (slide no. 17)

Able to answer the teacher’s questions, ask, express his impressions and thoughts;

can solve riddles, charades, crosswords (development log. thinking);

has arbitrary intonation expressiveness of speech (expresses feelings of tenderness, anxiety, sadness, pride);

determines the presence of a sound in a word and its place in it (beginning, middle, end); (raspberry, tomato, catfish)

are able to come up with words based on a given sound, highlight a certain sound in words, relate the sound to the letter; (k-d)

masters the techniques of sound-letter analysis of a word (determines the number of sounds in a word, gives their characteristics, determines the number of letters, vowels). (k-d)

knows pairs of consonant sounds by deafness - sonority, hardness

softness; (questionnaire)

knows the meaning of b and b signs in words; (k-d

knows the alphabet (full name of letters); (questionnaires)

knows how to write a retelling (general, selective);

correct pronunciation of sounds,

children’s assimilation of the graphic image of letters; (notebook - observable)

divide sentences into words, creating a sentence diagram,

divide words into syllables, (test)

knows how to form words from letters of the split alphabet; (observational experiment)

reads sentences, short texts; (individual)

orientation on the sheet. (graph. dict.)

Technology of working with tables next: (slide no. 19)

Stage 1. Points are given next to each child’s first and last name. (levels) in each cell of the specified parameter, according to which the final score is then calculated and set for each child, which corresponds to a high, average or low level. This indicator is necessary for carrying out individual work based on the results of initial diagnostics to improve the quality of mastering the main educational program

Stage 2. When all children have passed the diagnosis, the final percentage for the group is calculated. The number of children in % with high, average, low levels is calculated (the number of children with high, average, low levels is divided by the total number of children in the group). This indicator is necessary to keep track of group-wide intermediate results of mastering the main educational program of preschool education.

Completed tables allow you to make qualitative and quantitative analysis development specific child and determine the general group tendency child development.

6-7 years: (slide no. 20)

High level - 3 points, the child fulfills all assessment parameters independently (normative options development) .

Average level - 2 points, the child fulfills all assessment parameters with partial help from an adult (there are problems in child development, as well as minor difficulties in organizing the pedagogical process).

Low level - 1 point - the child cannot fulfill all assessment parameters, does not accept adult help or fulfills some parameters (inconsistency child development age

5-6 years: (slide no. 21) 19

High level - 3 points, the child fulfills all assessment parameters with little support from the teacher (leading questions, replacement with a similar task with duplicates).

Average level - 2 points, the child fulfills all assessment parameters with the help of an adult (there are problems in child development, as well as minor problems in organizing the pedagogical process).

Low level - 1 point - the child cannot fulfill all assessment parameters, does not accept adult help (inconsistency child development age, as well as the need to adjust the pedagogical process in the group according to this parameter).

The preschool education standard clearly states what cannot be assessed child development, it is necessary to evaluate its dynamics, that is, the correct estimate of that vector development, which the child is going to, and not some final result that needs to be achieved. Here we are talking only about personal results. In this regard, it is allowed monitoring the dynamics of child development, however, it is needed not for assessment in itself, but to identify the ways in which a teacher can give a child develop, discover some abilities, overcome problems

Pedagogical monitoring in the preschool educational institution helps to achieve such goals, How: identifying children’s characteristics development for further accounting when organizing the educational process; identifying negative trends in development children to determine the need for their further in-depth study; diagnosing changes in development preschoolers to determine the effectiveness of teaching activities.

Literature:

1. “Diagnostics of psychophysical processes and speech development of children 6-7 years old", O. A. Romanovich, E. L. Koltsova;

2. "Diagnostics speech development of preschoolers» , E. M. Makarova, E. A. Stavtseva, E. M. Edakova.

3. “Is your child ready for school? Book of tests.", Gavrina S. E., Kutyavina N. L., Toporkova I. G., Shcherbinina S. V.

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